Teacher effectiveness has long been identified as critical to student success and, more recently, supporting students attaining the skills and dispositions required to be successful in the early 21st century. To do so requires that teachers engage in professional learning characterized as a shift away from conventional models of evaluation and…

This book discusses teacher evaluation and how it can provide the foundations for professional development. The editors and contributors illustrate how teachers with varying levels of expertise, experience and learning needs can benefit from differentiated evaluation and professional development designed to help them reach their full potential.…

This article presents a Canadian perspective on the issue of failure to fail in Bachelor of Education programs. The issue of failure to fail in Bachelor of Education programs is one that had not been explored in any great detail. What literature does exist focuses on the strain that a teacher experiences when s/he mentors a student teacher…

Networked learning communities are growing and they offer new opportunities for reflection on practice in education. Many authors have studied the processes followed and the contents produced by such communities. On the other hand, few have observed how collective asynchronous discourse can be enacted in the classroom. This objective was pursued…

This study examined new faculty members' perceptions and approaches to student supervision and mentoring as related to their own experiences as doctoral students. Previous research has examined the graduate student-supervisor/mentor relationship but has yet to examine its impact on subsequent graduate student practices when they enter academic…

Collaboration is becoming increasingly important in the realm of education (Novoa, 2004). For instance, as soon as training is undertaken, the future teacher must develop an ability to cooperate in a pedagogical context. However, in order to learn to make a relevant contribution to a teaching team's undertakings and to provide innovative…

This article investigates the hidden curriculum of Ontario's New Teacher Induction Program (NTIP). The study involved interviews with 47 teacher educators from eight faculties of education. Responses revealed concerns about (a) who chooses the mentors, (b) the probationary status of new teachers, and (c) the evaluation of new teachers' competence.…

Discusses a study which sought to determine which form of district-level science coordination is perceived to be most satisfactory by science teachers of British Columbia. Presents survey results which support the need for a science coordinator. (ML)

The ways in which cooperating teachers give shape and meaning to their work in practicum settings is one of the most critical elements of initial teacher education. This international comparison draws upon surveys of Australian and Canadian cooperating teachers. The global contrast highlights taken-for-granted assumptions in local settings that in…

The purpose of this study was to determine the nature of the supervisory functions that both teachers and principals of "open space" elementary schools in the Edmonton Public School System consider desirable in order to improve classroom instruction. A 77-item questionnaire was sent to the principals as well as to the 4th, 5th, and 6th…

Since 1975, more than 400 teachers have successfully completed workshops at the University of Lethbridge (Canada) on the application of clinical supervision methods in the supervision of student teachers. Over 100 of these teachers, all of whom had supervised at least 3 student teachers, responded to a questionnaire requesting information on the…

Supervisory roles perceived by teachers as the most influential in affecting their behavior with respect to the content, processes, or outcomes of their teaching were those of principal; "other teachers"; program consultant; inspector; assistant or vice-principal; area, district, or regional superintendent; and resource teacher. This…

Studied collegial interactions of four Canadian elementary teachers and their partners participating in the Supervision for Growth program to determine the effects of collegiality on teachers' work. Using field notes and interview transcripts, found that the quality and quantity of collegial interactions covered a broad spectrum and that the…

Reviews "Standards for the Preparation of Social Studies Teachers," published by the National Council for the Social Studies (NCSS). Maintains that the document does not vary far from current practice and that it bases teacher preparation on content from history and social science courses. Argues that more emphasis on learning theory and…